Research-based publications designed to help you:
Please forward this error screen to 64. Please forward this error screen to sharedip-107180516. IRRE partners with educational leaders to make transformative change through data-guided research-based publications designed to help you: and evidence-based practice. IRRE creates purposeful connection with common data and a common language for collaboration in Douglas County, OR.
Administrators, after intense calibration training, walk though classrooms with an entirely new lens. The tool allows you to collect data of what is happening with students rather than focusing solely on the teacher’s instructional moves. The data gathered has allowed our teachers to have in-depth dialogue about what works for our students. The power 12 strategies serve as a tool to help students’ process information and arrive at a conclusion on their own. When used consistently, they really are powerful! Through the CIB process, teachers are able to really dig into their content.
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By building assessments geared towards comprehensive instruction, teachers can compose cohesive units, fully participate in the process with the ability to research new and engaging content resources. Teachers are able to open up the box of engaging curriculum to increase student engagement. The CIB process gives the flexibility to explore. Our partnership began at a time when the College was undergoing it’s reaccreditation with Middle States Accreditation Association.
IRRE utilizes experienced leaders in the education field who provide a wealth of knowledge in educational reform in order to assist and support school districts to achieve academic success for each student. Simply, as educational partners, they effectively use data and the latest proven research to help schools reach exemplary performance for all students. If you are in an urban area where kids are failing, you can’t tweak the system. It is going to require dramatic changes, and the nerve and courage to stick with it. IRRE’s Coaching supports recognize that instructional coaching is a skill and requires development of a new set of practices. They do not fall prey to the notion that just because you are an extremely effective teacher you will automatically be an effective coach. They support new coaches through a series of learning opportunities and modeling that build not only the skills but the credibility needed to truly support one’s peers.
Let IRRE help you create transformational change. What services are you interested in? Sexual exploitation research and lobbying Barnardo’s is working to reduce the number of children experiencing the horror of sexual exploitation in the UK. It can range from seemingly ‘consensual’ relationships, informal exchanges of sex in order to get affection, accommodation or gifts, through to exploitation by gangs involved in serious, organised crime. 18s in the Sexual Offences Act 2003, which introduces a range of offences relating to the grooming, coercion and control of children. Our latest sexual exploitation research and resources Find below a list of our latest sexual exploitation research and resources or search our full publications database. These Rapid Evidence Assessments are based on the available evidence in relation to prevention education, outreach work and direct work with sexually exploited or at risk children and young people.
They bring together key messages from research and what works, as well as key features that underpin effective work with young people. This paper sets out the models and processes used to sexually exploit children and young people, and Barnardo’s model of practice in engaging and supporting these children. Prioritising the wellbeing of children involved in criminal justice processes related to sexual exploitation and abuse. This snapshot survey of five Barnardo’s sexual exploitation services across the UK shows the prevalence of online grooming and the number of children who had gone on to be sexually exploited after being groomed online. The two year FCASE programme has been based in existing Barnardo’s specialist CSE services in three locations across England. England, as well as providing training to foster carers and associated professionals, and 1-1 support to young people in other care settings. Large-scale criminal trials have highlighted the issue and several research projects and reports have contributed to our understanding.
Appendix to Health Working Group Report on Child Sexual Exploitation. The independent national Health Working Group on Child Sexual Exploitation has published a report designed to help health services improve the health and wellbeing of children who have experienced sexual exploitation. Appendix to Health Working Group Report on Child Sexual Exploitation The independent national Health Working Group on Child Sexual Exploitation has published a report designed to help health services improve the health and wellbeing of children who have experienced sexual exploitation. UK and internationally as a child protection and crime prevention priority. Yet, research and responses have focused heavily on girls and young women, leaving fundamental knowledge gaps around the characteristics and needs of boys and young men affected by CSE. Our new report, produced in collaboration with Paradigm Research and funded by Comic Relief is the culmination of one to one interviews with more than 40 children from a range of backgrounds who have run away and been victims of sexual exploitation before the age of 16.
Their experiences starkly demonstrate the variety of reasons why children choose to runaway and how easily they can find themselves at risk and in danger of being sexually exploited. Lies’, Your Guide examines the risks young people face and explore ways of keeping safe. The colourful, easy to read booklet is illustrated and has been designed to be used by young people as well as family members and carers who are concerned about the safety of young people. This practice briefing outlines the key components of effective local action on child sexual exploitation. It draws on good practice examples to show how local authorities, police and other core agencies can work together to ensure young people are better protected, and victims of this abuse are better identified and supported. Cutting them free: How is the UK progressing in protecting its children from sexual exploitation? To mark the anniversary of the Cut them free campaign we’ve published a new report Cutting them free: How is the UK progressing in protecting its children from sexual exploitation.
This research report indicates the prevalence and character of child sexual exploitation across Northern Ireland. It shows that this abuse affects both young females and young males. It also highlights how those with existing vulnerabilities experience a disproportionate risk. This research briefing outlines the potential cost implications of failing to protect children and young people from child sexual exploitation.
Puppet On A String – reveals the urgent need to cut children free from sexual exploitation This report outlines what is known about the scale and nature of sexual exploitation across the UK and points to some worrying new trends identified by Barnardo’s 22 specialist services. 11 years on from our first report in 1998, ‘Whose Daughter Next? Blueprint of experience: Working to prevent and reduce child sexual exploitation in the UK, Netherlands and Estonia This report outlines lessons learned from European work with children and young people at risk of sexual exploitation. A pan Sussex study of young people at risk of sexual exploitation and trafficking, the objective of this 12 month research was to establish the level and nature of current need for services amongst young people at risk of sexual exploitation in Sussex.
2. Mathematicians Versus Philosophers in Recent Work on Mathematical Beauty. 
This evaluation reports on an education programme on child sexual exploitation, which used the Barnardo’s Bwise2 Sexual Exploitation pack. Young People’s Services “Stay Safe Award” 2006. This report presents findings from research on the use of secure accommodation for young people involved in or at risk of involvement in sexual exploitation in Scotland. In this research both adults and children make recommendations about service and practice developments in the area of sexual exploitation. Daphne programme report – What works in child sexual exploitation: sharing and learning This report analysed and shared effective strategies for preventing child sexual exploitation and supporting victims in the UK and Netherlands.
Following on from our ‘Whose daughter next? This 1995 report documents legislative, policy and practice responses to sexual exploitation and highlights gaps in knowledge. Nae Danger Made by young people who have been affected by sexual exploitation, Nae Danger looks at issues around risk and keeping safe. Presenting the findings of a two year study into young people at risk of sexual exploitation, this research suggests only around half of those young people at risk are currently being identified or supported. Bwise2 Sexual Exploitation This pack equips teachers, social workers and counsellors to educate young people about sexual exploitation with honesty and realism.
Reducing the risk – Barnardo’s support for sexually exploited young people. This report evaluates ten Barnardo’s services that support young people involved in or at risk of sexual exploitation. Comparisons of young people affected by sexual exploitation based on gender. Registered office: Tanners Lane, Barkingside, Ilford, Essex IG6 1QG. Inquiry-based, discovery-focused science instruction is widely viewed as best practice today. Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understandingof scientific ideas, as well as an understanding of how scientists study the natural world.
They may feel, however, that there are limited resources and time to teach science or have personal and system perceptions of a lack of importance for science teaching in the classroom. Teachers can use a range of materials and strategies to teach the skills, knowledge, and abilities addressed in the science standards. Ideally, a teacher would use both approaches, combining observations of the real world, record-keeping, experiments, and other hands-on science activities with literature, to introduce a science topic and for continued research on the topic in the classroom. Both are necessary to build the foundation of a good science program. Excellent science trade books are widely available for students K through 8. Nonfiction trade books can help children acquire science-related information through a presentation of facts, using a well-organized format and graphics such as photographs, charts, maps, tables, and so on. For younger students, scientific concepts and information are often presented following a story line, blending fact and fiction and using narrative to pull the facts through a story.
Using a collection of trade books on a science-related topic allows a teacher to integrate a theme-based and a project approach to teaching science. The teacher can introduce a topic of choice that addresses the standards and is appropriate for the grade levelthey are teaching and then build a class collection of books around the topic. Themes such as Change or the Environment cut across curricular areas, including science. Recently, they have grouped their selections according to the eight categories of the science standards. The book has substantial science content. Information is clear, accurate, and up-to-date. Theories and facts are clearly distinguished.
Facts are not oversimplified to the point that the information is misleading. Generalizations are supported by facts, and significant facts are not omitted. Books are free of gender, ethnic, and socioeconomic bias. If teachers choose fictional stories related to science content, they should carefully evaluate these books for accuracy and presentation of the content. The Magic School Bus series, published by Scholastic, is an example of an artful combination of narrative, characterization, humor, graphic presentation of information, and science content.
Written by Joanna Cole and illustrated by Bruce Degen, each bookfollows the adventures of Ms. Frizzle as she takes her class on scientific adventures in a magic school bus. References Click the “References” link above to hide these references. The influence of primary children’s ideas in science on teaching practice.
American Association for the Advancement of Science. Science for all Americans: A Project 2061 report on literacy goals in science, mathematics, and technology. Integrating science and literacy experiences to motivate student learning. Relationship between teacher intentions and their classroom use of Superscience. Investigation ofpreservice elementary teachers’ thinking about science. Genre and other factors influencing teachers’ book selections for science instruction.
Navigating a sea of ideas: Teacher and students negotiate a course toward mutual relevance. Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching. Self-efficacy, standards, and benchmarks as factors in teaching elementary school science. How can we best use literature in teaching science concepts? Science and Children, 32, 16—19, 43. Using science trade books to support inquiry in the elementary classroom.
Do primary school science books for children show a concern for explanatory understanding? Understanding how classroom experience shapes students’ minds. Newly qualified primary teachers’ perceptions of the role of text material in teaching science. Preservice teachers use the newspaper to teach science and social studies literacy.
Designing learning environments to promote conceptual change in science. Science and Children, 32, 16-19, 43. Literature Based Teaching in the Content Areas. Web page addresses and e-mail addresses turn into links automatically. Target the Problem Pinpoint the problem a struggling reader is having and discover ways to help.
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There are no Articles in your queue. There are no Podcasts in your queue. Accurate and thorough information is the foundation of all successful business ventures because it provides a wealth of information about prospective and existing customers, the competition, and the industry in general. It allows business owners to determine the feasibility of a business before committing substantial resources to the venture.
Market research provides relevant data to help solve marketing challenges that a business will most likely face–an integral part of the business planning process. This is research you compile yourself or hire someone to gather for you. This type of research is already compiled and organized for you. Examples of secondary information include reports and studies by government agencies, trade associations or other businesses within your industry. Most of the research you gather will most likely be secondary. When conducting primary research, you can gather two basic types of information: exploratory or specific.
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Exploratory research is open-ended, helps you define a specific problem, and usually involves detailed, unstructured interviews in which lengthy answers are solicited from a small group of respondents. Specific research, on the other hand, is precise in scope and is used to solve a problem that exploratory research has identified. Interviews are structured and formal in approach. When conducting primary research using your own resources, first decide how you’ll question your targeted group: by direct mail, telephone, or personal interviews. A postage-paid, self-addressed envelope to return the questionnaire in. Even following these guidelines, mail response is typically low. 5 percent is considered very good.
Phone surveys are generally the most cost-effective. Have a script and memorize it–don’t read it. Confirm the name of the respondent at the beginning of the conversation. Avoid pauses because respondent interest can quickly drop. Ask if a follow-up call is possible in case you require additional information. In addition to being cost-effective, speed is another advantage of telephone interviews. A rate of five or six interviews per hour is typical, but experienced interviewers may be able to conduct more.
Phone interviews also can cover a wide geographic range relatively inexpensively. Phone costs can be reduced by taking advantage of less expensive rates during certain hours. One of the most effective forms of marketing research is the personal interview. Used mostly by big business, group interviews or focus groups are useful brainstorming tools for getting information on product ideas, buying preferences, and purchasing decisions among certain populations. These one-on-one interviews are either focused or nondirective. Focused interviews are based on questions selected ahead of time, while nondirective interviews encourage respondents to address certain topics with minimal questioning.
Secondary research uses outside information assembled by government agencies, industry and trade associations, labor unions, media sources, chambers of commerce, and so on. It’s usually published in pamphlets, newsletters, trade publications, magazines, and newspapers. These are usually free, often offer a lot of good information, and include government departments, business departments of public libraries, and so on. These are valuable, but usually involve cost factors such as subscription and association fees. Associates, banks and other financial institutions, and publicly traded corporations. These are frequently overlooked as valuable information sources even though more research is conducted in colleges, universities, and technical institutes than virtually any sector of the business community.
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Government statistics are among the most plentiful and wide-ranging public sources. Helpful government publications include the following. The State and Metropolitan Area Data Book provides a wide variety of statistical information on states and metropolitan areas in the United States. Government Printing Office and at larger libraries. The Statistical Abstract of the United States provides tables and graphs of statistics on the social, political and economic conditions in the United States. Industry and Trade Outlook presents recent financial performances of U.
Government Printing Office has an abundance wealth of publications on topics ranging from agriculture, aviation, and electronics, to insurance, telecommunications, forest management, and workers’ compensation. Census Bureau website also contains valuable information relevant to marketing. The Bureau’s business publications cover many topics and trades–such as sales volume at furniture stores and payrolls for toy wholesalers–and are useful for small businesses as well as large corporations in retail, wholesale trade, and service industries. One of the most important information resources you’ll find is the SBA. The SBA was created by Congress in 1953 to help American entrepreneurs start, run, and grow successful small enterprises. Today there are SBA offices in every state, the District of Columbia, the U. Virgin Islands, Puerto Rico, and Guam.
One of the best public sources is the business section of your public, or local college or university, library. The services provided vary from library to library but usually include a wide range of government publications with market statistics, a large collection of directories with information on domestic and foreign businesses, and a wide selection of magazines, newspapers and newsletters. Almost every county government publishes population density and distribution figures in accessible census tracts. These show the number of people living in specific areas, such as precincts, water districts or even ten-block neighborhoods. Some counties publish reports that show the population ten years ago, five years ago, and currently, thus indicating population trends. Other public information resources include local chambers of commerce and their business development departments, which encourage new businesses to locate in their communities. Don’t overlook your bank as a resource.
Bankers have a wealth of information at their fingertips and are eager to help their small business customers get ahead. All you have to do is ask. Among the best commercial sources of information are research and trade associations. Information gathered by trade associations is usually limited to that particular industry and available only to association members, who have typically paid a membership fee. However, the research gathered by the larger associations is usually thorough, accurate, and worth the cost of membership. Local newspapers, journals, magazines, and radio and TV stations are some of the most useful commercial information outlets.
Bradstreet is another commercial source of market research that offers an abundance of information for making marketing decisions. It operates the world’s largest business database and tracks more than 62 million companies around the world, including 11 million in the United States. Finally, there are educational institutions that conduct research in various ways, ranging from faculty-based projects often published under professors’ bylines, to student projects, theses, and assignments. You may be able to enlist the aid of students involved in business classes, especially if they’re enrolled in an entrepreneurship program. Want to Improve Your Communication Skills?
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The district she teaches in draws from a community that is both rural and suburban in character. ELLs come from families with a wide range of education, from the highly educated to those with very limited or no formal education. They are represented in every socioeconomic level and speak more than 470 different languages, although Spanish is the home language for at least 75 percent of these students. As with all reading instruction, the ultimate goals are reading for understanding, learning, and interest. In the early grades, with most students, the focus is on moving to meaning after assuring that students have foundational skills such as phonemic awareness, phonics, fluency, and vocabulary.
How do these goals differ for English language learners? The broad goals of reading are the same for all students. Many ELLs are learning a new language as they acquire and develop literacy skills, especially vocabulary, in English. These similarities provide researchers and educators a starting point in identifying effective instructional practices in the teaching of reading. What Are the Most Effective Instructional Practices for Teaching English Language Learners? Although not specific to reading instruction, these practices can be used in the teaching of reading. More recently, an observational study conducted in 20 classrooms serving English language learners from 10 language groups identified a variety of reading instructional practices used by effective classroom teachers of ELLs.
Effective teachers—those whose students had the strongest academic outcomes—used effective instructional practices such as explicit teaching, monitoring student progress, and opportunities to practice. Which instructional practices should you incorporate into teaching reading to ELLs? What Is Meant by Explicit Skill Instruction? Explicit instruction refers to task-specific, teacher-led instruction that overtly demonstrates how to complete a task and can be used to teach students both basic and higher-order reading skills. Explicit skill instruction has been shown to be effective with ELLs who are in the beginning stages of learning to decode English texts. Explicit instruction assists students in identifying and using the structural and visual cues present in words. Teachers who teach explicitly also make relationships obvious among concepts, words, or ideas to help students see the link between prior learning and new learning.
During reading instruction, for instance, you might remind students of the meaning of a particular vocabulary word in a different context, extend their knowledge by providing additional meanings of multiple-meaning words, or help them see similarities in previously learned spelling patterns. How Do You Provide Opportunities to Practice? Effective teachers have several ways to provide students additional practice and review. How Do You Adjust Instructional Language? Ensuring that the input or instruction that English language learners receive is comprehensible is an indispensable practice in teaching ELLs.
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For instruction to be meaningful, students must understand the essence of what is said to them. First, you can adjust the level of English vocabulary during instruction by using clear, explicit language when you introduce a new concept. Identifying the instructional objective will help you stay focused on the most critical directions needed to complete a task and reduce the amount of talk you use. If the goal of a lesson is to have students segment phonemes in words, before modeling the task, tell students what they will be doing directly, using words they understand. Explicit discourse markers are particularly effective if you pair them with visual prompts, such as holding up your fingers or writing each step. Today you will learn to separate the sounds in a word. To separate the sounds in a word, you say each sound.
A second effective practice is to use consistent language. Consistent language provides students a model for talking about the new concept. In addition, the use of consistent language allows ELLs to focus on the task rather than trying to figure out the meaning of new words. For example, when teaching students to segment words into phonemes, choose just one word to explain the concept of segmenting, such as stretch, separate, or divide. How Do the Critical Elements of Reading Contribute to the Reading Development of English Language Learners? A balanced curriculum requires instruction in all the elements of reading. Reading instruction for ELLs is most effective when both basic and higher-order skills are included on a daily basis.
Phonological awareness is an important early reading skill for all students. Although many English language learners develop phonemic awareness and decoding skills, their fluency development tends to lag behind. Improved fluency and automatic word recognition will allow students to focus on understanding and analyzing the content of the text. Vocabulary development is perhaps the most critical element of literacy instruction for English language learners. Vocabulary knowledge is necessary for reading comprehension, and for ELLs it is also necessary to develop English oral language skills.